Supplementary memorandum by the Department
for Education and Skills (DfES)
Comenius 1 Projects
Capenhurst Church of England Primary School,
Encouraging reluctant learners,
especially boys, to read.
Theme accessible to, and provided
motivation for, all learners irrespective of race, culture, gender,
race, age or ability.
Raising standards across the
Website offers an inspirational
tool for learning.
Raised awareness of the wider
Alwoodley Primary School, Leedslocal
An art exhibition including
3D representations of fairy tales and myths toured the schools
in and books of local winter legends were exchanged.
Local community involvementpupils
interviewed elderly about local myths and legends.
Case study for collaborative
learning video in Leeds.
Motivation because keen to find
out about their peers overseas.
Abbey Hill School Technology College, Stockton-on-Teesattendance:
Catalogue of teaching resources
in each school.
Supportive intra and inter-school
Interest in language learning
among staff and students.
The Radclyffe School, Oldhamracial tensions:
ICT skills: data processing,
creating digital video clips, editing material for use on the
project and school websites.
Improved self-awareness and
racial tolerance in young people involved.
INSET for team building, project
evaluation, problem-solving, developing ICT skills and foreign
language skills for specialists and non-specialists alike.
Increased parental involvement
in children's education prompted by videoconferences.
Cardonald College, Glasgowbusiness involvement:
Students produced design proposals,
presentations and exhibitions in preparation for a fashion design
competition culminating in a virtual fashion show judged by commercial
Positive press exposure.
Greater involvement of Scottish
companies and organisations in college's work.
Staff and students enjoyed learning
basic Dutch, Slovak and Finnish and have studied successfully
alongside students from all partner countries.
Two students have gone on to
be shortlisted for the Glasgow Design Medal.
Newham College of Further Education, Londonnew
skills, peer motivation:
UK and Italian students collaborated
on the production of videos, CDroms, design illustrations, garments
and a virtual fashion parade using a variety of ICT tools such
as photoshop and other design packages.
Inspired by the high standard
of work of Italian peers.
Higher motivation to learn,
develop further skills and to widen their contacts through additional
work placements and vacations in Italy.
Crook Primary School, Clevelandtransformation
in teacher retention:
Europe Week involving arts,
technology, music, PE and literacy projects.
Highest teacher retention in
the county, having been the lowest.
Excellent staff development.
Sense of purpose and an audience
to the children.
Children less parochial and
more welcoming to visitors.
HM Prison Maghaberry, Northern IrelandMABEL
(Multidisciplinary approach to adult basic education and learning):
Students with basic skills deficiencies
in prisonOPEN DOORS.
Publication of magazine.
Ridge Danyers College, StockportALIA
(Adult Learners in Arts):
Artwork made by the students
from accompanied by introductions to highlights of national art
history was posted on a web-based platform.
Opened facility for blind and
partially sighted learners.
Pathway to more formal learning.
Language, ICT and curating skills.
Staff sharing best practice.
Hertsmere Worknet, BorehamwoodLearners
Barriers to learning for the
disadvantaged and socially excluded.
Leaner self-esteem, confidence
Discovered aptitude for otherwise
Comenius 1 Projects
Capenhurst Church of England Primary SchoolNew
Worlds Through Reading.
Partners in the UK, Spain and Greece examined
the pedagogy of reading to explore how different approaches could
be used to encourage reluctant learners, particularly boys, to
enjoy reading. The theme of discovering "new worlds through"
reading has proved to be accessible to and provided motivation
for all learners irrespective of race, culture, gender, race,
age or ability. The project website offers an inspirational medium
of kinaesthetic learning enabling pupils to gain valuable first
hand insights into the lives and beliefs of others and has raised
awareness of the wider world.
"The stimuli this project offers are
fundamental in raising standards in numerous areas of the curriculum
from reading, writing, speaking and listening to geography, history
Alwoodley Primary SchoolUsing art
as a common language: Discovering OurselvesYoung Citizens
of Europe in Contact
An art exhibition including 3D representations
of fairy tales and myths toured the schools in Romania, Sweden,
Germany and Latvia and books of local winter legends were exchanged.
The pupils were eager to find out more about life in the partner
countries and as a result of their increased motivation their
literacy and ICT skills were enhanced. Pupils engaged with the
local community by interviewing elderly people about local myths
and stories. The experiences gained in this project have been
used to illustrate a video about collaborative learning in Leeds.
Abbey Hill School Technology CollegeOur
Schools in Our Communities
Students from Bulgaria, Italy, Romania and Spain
created displays, books and CDs about their partner countries.
A catalogue of resources has been set up in each school so that
teachers can share materials. School attendance has increased,
a supportive intra and inter-school network has been developed
and staff and students have demonstrated renewed interest in language
"The students developed a focus and
pride in their work. It brought the world closer to them."
The Radclyffe School, OldhamInteresteen!
Students in the UK, Romania, Spain and Poland
have developed valuable ICT skills to share their experiences
including: data processing, creating digital video clips, editing
material for use on the project and school websites, and the use
of email. Videoconferences between teachers and parents in each
country have stimulated parent's involvement in school life and
the education of their children. The project has provided effective
staff INSET for team building, project evaluation, problem-solving,
developing ICT skills and foreign language skills for specialists
and non-specialists alike.
"Oldham has a bad press nationally about
the racial tensions and clashes between its different ethnic minorities
and we feel that our project has contributed to developing self-awareness
and tolerance in the young people we teach."
Cardonald College, GlasgowClub Fashion
Students produced design proposals, presentations
and exhibitions in preparation for a fashion design competition
culminating in a virtual fashion show judged by commercial designers.
The college has benefited from positive press exposure and the
greater involvement of Scottish companies and organisations in
it's work. Staff and students enjoyed learning basic Dutch, Slovak
and Finnish and have studied successfully alongside students from
all partner countries. Drawing on their experiences as Club Fashion
participants, two students have gone on to be shortlisted for
the Glasgow Design Medal.
"A wonderful experience that has encouraged
me to start up my own business."
"This experience has changed my approach
Newham College of Further Education, LondonCostume
Inspired by Traditional Music & Cultural Diversity
UK and Italian students collaborated on the
production of videos, CDroms, design illustrations, garments and
a virtual fashion parade using a variety of ICT tools such as
photoshop and other design packages. Students have been inspired
by the high standard of work produced by their partner college
and have much higher motivation to learn, develop further skills
and to widen their contacts through additional work placements
and vacations in Italy. The fortnight exchanges have provided
a focus for collaborative working throughout the year and staff
and students have reaped the benefits of exposure to different
materials, methodologies and cultures.
Crook Primary SchoolEurope United
Pupils from Norway, Germany, Hungary, Finland
and the UK exchanged work and participated in Europe Week involving
arts, technology, music, PE and literacy projects. The Comenius
activities gave a sense of purpose and an audience to the children
and they became less parochial and more welcoming to visitors.
Involvement in the project was deemed to be an excellent staff
development tool that encouraged teachers to feel privileged and
valued. The school has reported a transformation in the motivation
of teachers resulting in the highest teacher retention in the
HM Prison Maghaberry, Northern IrelandMABEL
(Multidisciplinary approach to adult basic education and learning)
Students, particularly those with basic skills
deficiencies, were encouraged to participate in the writing and
production of a magazine Open Doors in collaboration with students
in prisons in Ireland, Norway, Bulgaria and Poland.
"We had contributions from students who
have autistic problems and suffer from major problems in literacy
"The acquisition of basic skills, which
is at the core of this project, complements and supports the UK
government's key educational priority of developing and improving
adult basic literacy and numeracy."
Ridge Danyers College, StockportALIA
(Adult Learners in Arts)
Artwork made by the students from Greece, the
Netherlands, Bulgaria and Spain accompanied by introductions to
highlights of national art history was posted on a web-based platform.
Participants developed language, ICT and curating skills and deepened
their knowledge of the cultural history of their own and partner
countries. Staff have shared good practice in introducing learners
from informal arts education to formal education.
"As a direct result of the project,
the College intends to open a facility for blind and partially
sighted learners. New software has been introduced and a training
manual has been produced for mainstream trainers to better equip
them with the skills needed to work with blind and partially sighted
Hertsmere Worknet, BorehamwoodLearners
on BoardPartners in Germany and Sweden
The project examines the barriers to learning
which disadvantaged and socially excluded groups face in Germany,
Sweden and the UK. The partners explored innovative methods of
engaging these learners, ensuring that learner participation and
feedback was central to the process.
"It cannot be stressed enough how much
the project has increased learner's motivation and enthusiasm
to learn and encouraged their progression to further learning.
Learners' confidence has been boosted and self-esteem raised and
some learners have shown an aptitude for skills that would otherwise
have gone unnoticed."
ERASMUS 2 STUDENT
Student Mobility 2003-04UK Erasmus Prize
Beatrix Futák Campbell
University of Edinburgh, studying Modern
Host InstitutionFreie University Berlin,
Beatrix travelled to Berlin to study at both
the Freie University on the west side of the city and at the Humboldt
University in former East Berlin. She joined the Transatlantic
Student Forum, set up to encourage dialogue between students from
Europe and the United Stateshaving studied in the US and
the UK, and having been born in Hungary, Beatrix had plenty to
contribute. Internships at the Berlin Office of the think-tank,
the German Marshall Fund, and the UN Office in Vienna rounded
off her Erasmus study period in Germany.
University of Newcastle upon Tyne, studying
Host InstitutionUniversidad de Salamanca,
Having spent eight months in Ecuador, Catherine
realised that an Erasmus placement in Salamanca would offer her
the opportunity to improve her language skills in an academic
context. It also gave her a refreshing perspective on her degree
subjectGeography. To immerse herself in the Spanish way
of life, she joined an orchestra and volunteered at a local charity
which offered support for immigrants. She asks, "Why study
in the UK when you can both develop language skills and benefit
from the experience of other European geographers on an Erasmus
exchange?" Catherine plans to use the contacts and language
skills from her Erasmus trip to Salamanca to do doctoral research
in Latin America.
University of Warwick, studying French
Stendhal, Grenoble 3, France
Christopher studied with Erasmus at the Université
Stendhal in Grenoble, where he had the opportunity to explore
the French interpretation of works by Zola and Godard in his French
Literature and Cinema course. He put the theory of his journalism
and media course into practice by creating a student radio show,
interviewing, among others, the National President of "Paysage
de France". He hopes that this will be of benefit to his
future career and plans to take an MA in Broadcast Journalism
next year. Christopher's Erasmus experience had an interesting
anglehis twin brother was also studying with Erasmus in
Grenoble at the same time but at a different university. Double
The University of Nottingham, studying Philosophy
Host InstitutionHumboldt University
Emilia took a last-minute and spontaneous decision
to enrol at the Humboldt University in Berlin with Erasmus, a
decision which fortunately had positive outcomes. The thrill of
her first encounter with the city and being able to understand
the language, despite having only A-level German, remains with
her. Her language improved and she found that, one day, it all
fell into placemaking notes in German in her Philosophy
lectures came naturally. The city made an impact on her and its
struggle to change and to come to terms with its new identity
paralleled her own development and the scope for self reinvention
offered her by her Erasmus study period.
University of Wales Aberystwyth, studying
Host InstitutionUniversity of Utrecht,
Michael "pestered" his Erasmus coordinator
to go to Utrecht with Erasmus, and was not disappointed with the
heterogeneous learning environment in Amsterdam, where he was
studying alongside people from around twenty-five different countries.
It was also where he met his French girlfriend, in a labour law
lecture. He compares the Dutch language to Marmiteyou either
love it or hate it. Michael was in the former category and immersed
himself in the language, forming many Dutch friends including
musicians with whom he played the saxophone. Michael feels that
Erasmus helped widen his horizons and wonders why the UK turnout
for a programme which establishes a framework for understanding
and tolerance is so low. Part of him wants to convey the benefits
of the programme to others; yet the other part thinks, to borrow
from an Italian proverb, "Don't tell the farmers how well
pears go with cheese."
University of Oxford, studying Law
Host InstitutionUniversiteit Leiden,
Although William does not believe that the Dutch
approach to Law Studies improved his academic skills, he still
feels that the experience of studying at a continental university
will aid his general understanding of international law. William
noted many similarities between the Dutch people and the people
at home in Northern Irelandhe felt at home in the company
of his Dutch friends and made an effort to integrate into Dutch
student life including joining a student society and water polo
club, rather than remain in an `international ghetto'. He believes
that the key to a successful Erasmus placement is to go with an
open mind and enjoy the experience, whatever it turns out to be.
"Every Erasmus experience will be different."
Teacher Mobility 2002-03:
A teacher from the University of
Bradford visited Tomas Bata University in the Czech Republic in
the subject area of Civil Engineering to teach postgraduate students
and doctoral research staff in the area of Environmental Noise
A teacher from the University of
Southampton went to the Technical University, Warsaw in Poland
and gave seminars to final year MEng students and helped to co-ordinate
the teaching of advanced CAD techniques with the latest research
A teacher from Oxford Brookes University
visited the Technical University, Sofia in Bulgaria to lecture
on WebCT and the adaptation of this teaching tool to all modules
taught within the electronics department.
Levels of UK underspend in each programme
Student MobilityEuro 330,262 (2.6 per
Teacher Mobility -Euro 134,283 (12.6 per cent)
Student Mobility Euro 213,564 (1.6 per
Teacher Mobility Euro 187,408 (17.7 per cent)
Please note these are provisional figures from
the final reports and may change very slightly between now and
the final report to the Commission in May 2005.
Student MobilityEuro 355,984 (2.7 per
Teacher MobilityEuro 187,490 (19.2 per
Organisation of Mobility Euro 112,825 (8.4 per
Figures on participation in current programmes
by people in disadvantaged groupsplease see further
information below on additional grants to people with severe disabilities
or exceptional special needs. UKSEC is currently involved in a
data-matching exercise with HESA (Higher Education Statistics
Agency) which will mean that in future there will be more refined
information on the socio-economic background of participants.
Business involvement in UK compared with
other MSsanecdotal evidence suggests that other Member
States have very little business involvement, and therefore the
UK, which has the CBI on the UK Socrates-Erasmus Council and attends
the CBI AGM, would appear to have greater business involvement
compared with other Member States. However, we are keen to develop
further links with business in the UK.
Three students, 23 months, 9,727 euros
Nine students, 52.5 months, 25,267.47 euros
Five students, 40 months, 12,646.65 euros
One teacher, three days, 939 euros
1. Mobility projects accredited and integral
to existing courses
Park Lane College in collaboration with Open
Developed modules validating
and accrediting transnational activity for placement beneficiaries
and trainer exchange beneficiaries.
Support personal and professional
Nine trainee electricians undertook
three-week placements in Sweden.
Received work-based training
and gathered evidence for their NVQs, adding value to, but not
interrupting their UK training.
The Smallpeice Trust:
29 trainees undertook three
months academic study at Plymouth University, one month's language
training in France, Germany or Spain and a 13 week work placement
in a European engineering company.
All aspects of the course accredited.
Course recognised Royal Academy
of Engineering, The Engineering Marine Training Authority and
the Institute of Engineering Design.
2. Mobility to further equal opportunities
The Smallpeice Trust:
Rigorous recruitment and selection
and excellent student support led to above average female participation
(28 per cent) in male-dominated environment of engineering.
3. Updating skills or retraining those in
The Forestry Contracting Association:
50 professionals from UK forestry
industry on one week exchanges to Denmark, Finland, Sweden, Norway,
France and Spain.
Updating practical skills eg
havesting and business development and also innovative methods
of increasing participation in the sector.
UK participants adopted Swedish
and Finnish business development systems and GPS software to improve
training delivery and business operations.
National Forestry Commission
produced a five-year action plan to develop a new forest-based
economy for the National Forest, following the visit.
Grampus Heritage and Training:
22 trainers from UK heritage
sector undertook one to two week exchanges in nine Eastern European
for women in the rural economy, incorporating traditional crafts
into vocational training systems.
land skills including use of horses.
between training, tourism and cultural tradition.
as impetus for using traditional skills/methods.
4. Addressing skills gaps in collaboration
with future employers
Arts Institute Bournemouth:
Competition fierce for careers
Participants undertook work
placements at leading animation studios in Budapest and Prague.
Improved technical, production
and time management skills.
Closer ties between industry
5. Synergy between different strands of the
North Radstock College:
Trainer exchange built on ongoing
pilot project operated by Spanish partner.
Pilot project aimed to develop
a common business studies syllabus.
Mobility project allowed UK
to visit Spanish partner to obtain greater understanding of curriculum
and materials to aid production of joint programme.
6. Targeting Language Trainers
Dudley College of Technology:
Exchanged best practice in teaching
English to speakers of other languages (TESOL).
Prompted by number of overseas
students enrolled on English courses at Dudley College.
Language learning integrated
into vocational training, following Hungarian model.
7. Targeting ICT
Belfast Institute of Further and Higher Education:
ICT integral not incidental
aspect of project.
Innovative use of Virtual Learning
Environment to support all activities from pre-departure planning
to exchange of course materials and assignments.
8. Complementing national and European initiatives
Eight staff members involved
in curriculum development and planning visited Italy.
Aim to widen access to vocational
training in line with Scottish Executive, UK and EU priorities.
Investigated how to manage and
deliver vocational courses under ESF objective 3, ESF Equal programme
and New Deal strategies.
ECTARCEuropean Centre for Regional and
In conjunction with Employment
Service targets young unemployed people enrolled on the New Deal.
Close collaboration results
in placements being specifically targeted to individuals' needs.
Participants use transnational
placements to gather evidence for key skills units.
European experience a vital
part of the "enrichment" requirement.
There is a growing body of evidence that the
mobility strand of the current Leonardo programme is being used
effectively to complement both EU and national priorities in the
areas of skills, language competencies and innovation. Leonardo
mobility projects have contributed to Lisbon Council goals of
improving mobility amongst young people, trainers and others in
the further and higher education sectors; promoting the use of
ICT; targeting sectors in need of development and developing cross
EU courses and qualifications. One of the key concerns of the
European Commission in respect of mobility placements is that
these should be accredited and integral to existing courses wherever
possible to add value to the experience. Some promoters have used
additional qualifications to accredit and validate placements/exchanges.
For example, Park Lane College which, through the Open Colleges
Network (OCN) has developed modules for validating and accrediting
transnational activity. The College has designed two modules,
one for placement beneficiaries and one for trainer exchange beneficiaries.
The modules have been integrated into the placements/exchanges
and are used to accredit the skills acquired and developed whilst
abroad and to support personal and professional development plans.
Similarly, the "LoughSpark" project
organised by Loughborough College enabled nine trainee electricians
to expand their experience, key skills and cultural awareness
by undertaking three-week work placements in Sweden. The duration
provided participating trainees on the UK Modern Apprenticeship
programme the opportunity to receive work-based training and gather
evidence towards their NVQ qualification, adding value to, but
not interrupting the UK training programme. This was in keeping
with the beneficiaries' existing training programme which operates
"blocks of learning" scheduled within longer term in-company
training, rather than a day-release model as used in many training
institutions. Participants were therefore familiar with the three-week
placement duration. Furthermore, the fact that the Swedish hosts
spoke good English enabled the beneficiaries to settle in quickly
and gain a good understanding of electrical installation in Sweden
in a relatively short period of time.
An example of somewhat unconventional accreditation
is the project organised by The Smallpeice Trust which is based
on an Engineering Careers Foundation Year. This project enabled
29 trainees to undertake three months academic study at Plymouth
University, one month's language training in either France, Germany
or Spain followed by 13 weeks work placement with a European engineering
company. The placement was assessed as part of the Engineering
Careers Foundation Year. The period spent at Plymouth University
was awarded 30 CATS points at degree level 1. The language aspect
was certificated by the language school, additionally The Smallpeice
Trust provided certificates detailing the work undertaken whilst
on placement. All of the participants were enrolled to complete
a City & Guilds in AutoCAD. Finally the course has been recognised
by the Royal Academy of Engineering, the Engineering Marine Training
Authority and the Institute of Engineering Design.
But The Smallpiece Trust was also concerned
to use the mobility measure to further equal opportunities and,
in particular, to encourage women in non-traditional occupations.
The UK National Agency has actively promoted the participation
of candidates in non-traditional occupations and has encouraged
promoters to develop meaningful equal opportunities strategies
in informing and selecting beneficiaries. In the project mentioned
above, women were encouraged to participate in placements in prestigious
engineering firms in several European destinations. In the UK,
women have traditionally been hugely underrepresented in the engineering
sector. Through rigorous recruitment and selection procedures,
and excellent student support, The Smallpeice Trust achieved above
average female participation (eight out of 29, or 28 per cent)
in their programme. Placements were offered in a range of engineering
professions, including mechanical, electrical and civil engineering.
The mobility measure has also been used effectively
by a number of promoters to update the skills (and in some cases
retrain) of people already in employment. The Forestry Contracting
Association sent 50 professionals from the UK forestry industry
to Denmark, Finland, Sweden, Norway, France and Spain on week
long exchanges. The objectives were to update their experience
and practical skills in areas such as forest harvesting, processing,
transporting, business development and marketing, and to look
at innovative methods of increasing participation within the UK
forestry training sector. The project was a complete success with
much transfer of information taking place. For example, following
visits to Sweden and Finland, the UK participants adopted business
development systems and haulage GPS software packages to improve
their training delivery and business operations. The project was
also well received by the participants, as one participant from
the UK's National Forest Company (NFC) commented following his
visit to Denmark: "As a result of the tour the NFC will produce
an action plan for the development of a new forest-based economy
for the National Forest over the next five years . . . It is expected
that this report will recommend that wood fuel is actively encouraged
within the National Forest. It is unlikely that, without the Danish
tour, this recommendation could have been substantiated."
Grampus Heritage and Training sent 22 trainers
from the UK heritage sector to nine countries including Bulgaria,
Czech Republic, Hungary and Slovakia on one or two week exchanges.
The aim was to furnish beneficiaries with improved skills in crafts
such as ceramics and weaving, or techniques for natural heritage
management and tourism. It can be noted that, in general, Eastern
Europe has a strong cultural heritage and agriculture sector that
is of interest to providers of training in the heritage and the
land-based industries. The placements in Slovakia allowed trainers
from the Rural Women's Network, an organisation that promotes
training opportunities for women in the rural environment, to
gain insight into how traditional craft techniques are given contemporary
relevance by incorporating them into vocational training systems.
In the Czech Republic beneficiaries gained exposure to training
methods of more traditional land skills, including the use of
horses for working and leisurea practice that is, apparently,
increasing in the UK. The exchange in Bulgaria focused on the
relationship between training, tourism and cultural tradition,
including a review of the training provided by local museums and
craft centres. Lastly, the participants in the Hungarian exchange
explored traditional skills in the training sector, with emphasis
placed on sustainability. All of this experience would have been
difficult for the beneficiaries to obtain in the UK.
These case studies also demonstrate the range
of different sectors represented under the programme. Another
such project was organised by Thompson Snell and Passmore which
sought to send two trainee solicitors to work at a French law
firm for 13 weeks. The promoter was an SME practising in lawit
was both a new organisation and a new sector for Leonardo mobility
in the UK. Although only one participant completed the project,
the benefits were positive, with the beneficiary improving their
knowledge of the French legal system and their language skills,
and the promoting organisation forming strong alliances with law
firms in France.
An example of a project which targeted the needs
of a particular sector and aimed to address skills gaps identified
in collaboration with future employers, is the three months placement
project for trainee animators organised by the Arts Institute
at Bournemouth. The participants were students working towards
a BA in Film and Animation at the Arts Institute at Bournemouth.
Careers in animation are fraught with employability problems,
and competition is fierce. Graduates stand a greater chance of
success in the labour market if their academic training is supplemented
by work experience. Given that the industry is international in
scope, experience of working overseas will further enhance career
prospects, and will give the participants an understanding of
the European aspects of their work and study. The Institute itself
was also seeking to improve the vocational relevance of its teaching,
and to strengthen the European dimension of their activities.
Participants undertook work-placements at leading animation studios
in Budapest and Prague. The participants benefited from improved
technical, production and time-management skills, and also increased
their cultural awareness. The host companies gained a unique opportunity
to develop and encourage up-and-coming young talent within their
industry, and enabled closer ties between industry and academia
to be fostered.
There is also evidence of synergy between the
different strands of the current Leonardo programme. The most
obvious possibility for spin offs is between the pilot and mobility
measures and one example is Norton Radstock College which organised
a trainer exchange designed to build upon an ongoing pilot project
operated by the college's Spanish partner. The aim was to develop
a common business studies syllabus. The mobility project integrated
with the pilot project by allowing staff from the UK to visit
the Spanish partner to gain greater understanding of the taught
curriculum and technologies available, which would enable easier
production of joint teaching products and materials. As part of
the pilot project, the products developed could then be effectively
trialled, and eventually incorporated into the common business
Although there have been no mobility projects
directly linked to proposals submitted under the language competences
measure, there have been several projects which specifically target
language trainers. Dudley College of Technology sent two trainers
to meet professional colleagues from a partner institution in
Hungary to exchange best practice in teaching English to speakers
of other languages (TESOL), and to observe TESOL in Hungary with
a view to familiarising UK staff with the training needs of foreign
learners. The project was formulated against a background of increasing
numbers of overseas students enrolled on English courses at Dudley
College. The trainers studied ways in which language learning
is integrated into vocational training in Hungary as a means of
improving the employability of the workforce. The outcomes of
this project are to be integrated into the TESOL curriculum at
A small number of mobility projects expanded
and reinforced activity under complementary European initiatives.
Stevenson College sent eight members of staff involved in curriculum
development and planning to Italy with the aim of widening access
to vocational training in line with Scottish Executive, UK and
EU priorities. The participants investigated alternative ways
of management and delivery of vocational training courses identified
under ESF objective 3, ESF Equal programme and New Deal strategies
aimed at disadvantaged target groups. Subject areas included business
studies, language teaching, arts and media, technology and care,
and incorporated elements such as delivering training through
working in partnerships with private and public bodies, promoting
social inclusion, and integrating the use of communications technology
into the curriculum.
In developing criteria for supporting Leonardo
mobility projects, the UK National Agency has focused from the
outset on effective use of information and communications technology.
In many cases this has been incidental to the main aim of the
project itselffor example as a means of disseminating information
on a projectbut some projects have taken ICT as a key element
of the learning objectives of a project. Belfast Institute of
Further and Higher Education placed strong emphasis on the use
of information and communication technology in their placement
project for 20 students on business related vocational courses.
A developing economy in Northern Ireland demands an increasingly
self-confident and technologically accomplished workforce. The
placements took place in Spain and France with the aim of improving
skills in business administration, languages, and ICT. One innovative
aspect of this project was the use of a Virtual Learning Environment
to support all activities from pre-departure planning to exchange
of course materials and assignments. Participants were able to
access this e-learning link from the Belfast Institute's webpage,
and it formed a vital part of their training programme. Staff
and students alike were delighted with the success of this learning
Similarly, the UK National Agency has shared
the European Commission's concern that participation in a Leonardo
mobility project should contribute to the individual's long term
employability and this is the main objective identified in most
successful applications. There have been some notable examples
of complementarity with national strategies, one such being ECTARC,
the European Centre for Regional and Traditional Cultures which
has worked for many years with the UK Employment Service to target
young unemployed people enrolled in the Government's New Deal
programme. New Deal offers a structured approach to developing
the skills and experience needed by jobseekers to secure employment.
Collaboration between the promoter and New Deal advisers meant
that beneficiaries' placements could be tailor-made to meet individual
requirements. In addition to working closely with the UK Employment
Services, ECTARC is also one of only a handful of UK promoters
which recruits participants nationally. Many trainees enrolled
on initial vocational training courses used their transnational
placements to gather evidence towards these key skills units.
Moreover, European experience has been viewed as vital to fulfilling
the new "enrichment"' requirement.